Tài liệu Sách giáo khoa tiếng anh 12 - hoàng văn vân

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Bé GI¸O DôC Vµ §µO T◊O HOµNG V¡N V¢N (Tæng Chñ biªn kiªm Chñ biªn) HOµNG TH˚ XU¢N HOA − §µO NGäC LéC − Vò TH˚ LîI §ç TUÊN MINH − NGUYÔN QUèC TUÊN NHµ XUÊT B¶N GI¸O DôC B¶n quyÒn thuéc Nhµ xuÊt b¶n Gi¸o dôc − Bé Gi¸o dôc vµ §µo t◊o 720-2007/CXB/531-1571/GD M· sè: CH220M8 LêI NãI §ÇU TIÕNG ANH 12 ®∂îc biªn so◊n dùa theo ch∂¬ng tr˘nh tiÕng Anh Trung häc phæ th«ng cña Bé Gi¸o dôc vµ §µo t◊o, tiÕp theo TiÕng Anh 10, 11. TIÕNG ANH 12 ®∂îc biªn so◊n theo chñ ®iÓm (theme-based) gåm 16 ®¬n v˚ bµi häc vµ 6 bµi «n. Mçi ®¬n v˚ bµi häc øng víi mét chñ ®Ò cô thÓ vµ gåm c¸c môc lín d∂íi ®©y: A. Reading: Gåm mét hoÆc mét sè ®o◊n v¨n cã ®é dµi kho¶ng h¬n 300 tõ, nh»m gióp häc sinh lµm quen víi chñ ®Ò cña ®¬n v˚ bµi häc, cung cÊp th«ng tin vµ ng÷ liÖu cho toµn ®¬n v˚ bµi häc vµ ph¸t triÓn c¸c kÜ n¨ng ®äc hiÓu cho c¸c em. B. Speaking: Gåm c¸c ho◊t ®éng luyÖn nãi theo c¸c chøc n¨ng ng«n ng÷ vµ theo c¸c n¨ng lùc hay chñ ®Ò cña ®¬n v˚ bµi häc, ®∂îc tr˘nh bµy qua c¸c h˘nh thøc ho◊t ®éng giao tiÕp nh∂ thùc hµnh nãi theo cÆp, th¶o luËn theo nhãm vµ nãi c¸ nh©n. C. Listening: Gåm c¸c ®o◊n v¨n hay c¸c ®o◊n héi tho◊i liªn quan ®Õn chñ ®Ò bµi häc. Môc ®˙ch cña môc nµy lµ nh»m rÌn luyÖn c¸c kÜ n¨ng nghe hiÓu cña häc sinh, cñng cè vµ chØnh söa l◊i nh÷ng sai lÖch trong ph¸t ©m vµ trong c¸c cÊu tróc ng«n ng÷ cña häc sinh. D. Writing: Gåm c¸c nhiÖm vô hay c¸c ho◊t ®éng nh»m ph¸t triÓn kÜ n¨ng viÕt tiÕng Anh cho häc sinh. Writing ®∂îc biªn so◊n dùa vµo c¸c chñ ®iÓm vµ c¸c thÓ lo◊i nh∂ viÕt th∂ c¸ nh©n, th∂ mêi, miªu t¶ th«ng tin trong c¸c biÓu b¶ng, v.v... 3 E. Language Focus: Gåm hai môc ch˙nh, Pronunciation vµ Grammar (and vocabulary). Pronunciation gióp häc sinh luyÖn c¸ch ph¸t ©m nh÷ng phô ©m cuèi tõ, ©m tiÕt cã träng ©m trong nh÷ng tõ cã hai ©m tiÕt trë lªn, nh˚p ®iÖu vµ c¸c ®∂êng nt ng÷ ®iÖu c¬ b¶n trong tiÕng Anh. Grammar (and vocabulary) tr˘nh bµy nh÷ng vÊn ®Ò vÒ ng÷ ph¸p (vµ tõ vùng) ®∂îc cho lµ träng t©m cña ®¬n v˚ bµi häc vµ cña toµn ch∂¬ng tr˘nh tiÕng Anh líp 12, gióp c¸c em hiÓu vµ sö dông ®∂îc tõ ng÷ ®óng vµ phï hîp trong giao tiÕp. S¸u bµi «n tËp ®∂îc tr˘nh bµy d∂íi h˘nh thøc Test Yourself vµ ®∂îc thùc hiÖn sau mçi chñ ®Ò lín theo quy ®˚nh trong ch∂¬ng tr˘nh chuÈn cña Bé Gi¸o dôc vµ §µo t◊o. C¸c Test Yourself ®∂îc thiÕt kÕ ®Ó gióp häc sinh tù kiÓm tra kh¶ n¨ng vµ sù hiÓu biÕt cña m˘nh sau khi c¸c em ®· häc xong tõ hai ®Õn ba ®¬n v˚ bµi häc (nghÜa lµ sau tõ 10 ®Õn 15 tiÕt häc). Cuèi s¸ch lµ danh môc tõ vùng ®∂îc liÖt kª theo tõng ®¬n v˚ bµi häc cã phiªn ©m vµ gi¶i nghÜa tiÕng ViÖt t∂¬ng ®∂¬ng. PhÇn phiªn ©m ®∂îc dùa theo hÖ thèng c¸c k˙ hiÖu phiªn ©m cña tõ ®iÓn Oxford Advanced Learner’s Dictionary, in lÇn thø 7, NXB Oxford. TËp thÓ c¸c t¸c gi¶ hi väng TIÕNG ANH 12 sÏ mang l◊i nhiÒu bæ ˙ch cho c¸c em häc sinh. Chóc c¸c em thµnh c«ng! C¸C t¸C Gi¶ 4 5 M A P Reading Unit 1 ● Guessing meaning from context ● Passage comprehension ● Guessing meaning from context ● Passage comprehension Unit 3 ● Guessing meaning from context ● Summarising main idea ● Passage comprehension ● Guessing meaning from context ● Scanning for specific information ● Passage comprehension ● ● Asking and answering about household chores and family life ● Talking about differences among cultures ● Practising giving and responding to compliments in different situations ● Talking about the school education system in Vietnam Vocabulary comprehension matching Passage comprehension Arranging the sequence of an event ● Talking about the application process to tertiary institutions in Vietnam ● Guessing meaning from context ● Giving opinions about jobs ● Reading for specific information Home Life B O O K Speaking Page 12 M A P ● Unit 2 Cultural Diversity B O O K Ways of Socialising ● Page 30 M A P Page 20 Unit 4 B O O K School education system Page 44 ● Unit 5 M A P Higher education Page 52 B O O K Unit 6 ● ● Future Jobs Page 62 6 Deciding on True or False statements ● Listening for specific information ● Gap-filling ● Comprehension questions ● ● Grammar: − Review of tenses Building sentences based on given words Re-ordering given sentences to make a complete paragraph ● Pronunciation: − Stress in two-syllable words ● Grammar: − Reported speech Describing school education system in Vietnam ● Pronunciation: − Stress in three-syllable words ● Grammar: − Passive voice ● Pronunciation: − Stress in more than three-syllable words Grammar: − Conditional sentences Writing a letter of request ● Writing a formal letter of job application ● ● Pronunciation: Weak/strong forms of some conjunctions & prepositions Grammar: Relative clauses M A P Monologue: ● Filling in missing information ● Deciding on True or False statements Pronunciation: − The pronunciation of ‘ed’ endings B O O K ● ● ● Dialogue: ● Deciding on True or False statements ● Comprehension questions Describing typical features of a Vietnamese conical leaf hat M A P Deciding on True or False statements ● Grammar: − Tense revision B O O K ● ● ● ● Dialogue: ● Pronunciation: − The pronunciation of the ending ‘s’ M A P Deciding on True or False statements ● B O O K ● ● Writing about family rules ● Dialogue: ● Filling in missing information ● Comprehension questions ● Language Focus M A P ● Writing B O O K Listening 7 B O O K M A P Reading Unit 7 ● Economic Reforms ● Speaking Guessing meaning from context Deciding on True or False statements Passage comprehension Scanning for specific details ● Describing details in pictures ● Talking about changes the new economic reform has brought about Guessing meaning from context Deciding on True or False statements Passage comprehension Note taking ● Talking about life in the future ● Discussing predictions about life in the future ● Guessing meaning from context ● ● Deciding on True or False statements ● Passage comprehension ● Understanding the humour of a funny story Explaining why some kinds of trees and animals can exist in deserts Talking about natural features of deserts Explaining why some things should be brought along while going across a desert Unit 10 ● ● Endangered Species ● Guessing meaning from context Scanning for specific details Finding supporting evidence ● Guessing meaning from context ● Asking and answering about reading habits ● Deciding on True or False statements ● Talking about characters in a book ● Passage comprehension ● ● ● Unit 8 ● M A P Life in the Future ● B O O K Page 74 Page 84 ● Unit 9 ● M A P ● Deserts ● ● ● B O O K Page 96 ● M A P Page 106 Unit 11 B O O K Books Page 118 8 ● Asking and answering questions about endangered animals Talking about the information of some endangered animals Deciding on True or False statements ● Passage comprehension ● Listening for details ● Gap-filling Gap-filling Grammar: − Prepositions and articles ● Pronunciation: − Full and contracted forms of auxiliaries ● Grammar: − So, but, however and therefore Writing about measures to protect endangered species and possible results ● Pronunciation: − Rhythm Grammar: − Modal verbs: may, might, must, mustn’t, needn’t Describing a book ● Pronunciation: − Rhythm ● Grammar: − Modals in the passive voice Describing main features of a desert ● M A P ● B O O K ● ● Pronunciation: − Contracted forms of auxiliaries (continued) ● Multiple choice exercises ● Describing the world you would like to live in in the future M A P ● ● Grammar: − (al)though/even though B O O K Monologue: ● Extensive listening: Multiple-choice questions ● Gap-filling ● ● ● Deciding on True or False statements Pronunciation: − Strong and weak forms of auxiliaries M A P ● ● ● B O O K Deciding on True or False statements Writing a report based on given information ● ● ● Language Focus M A P ● Writing B O O K Listening 9 M A P Reading Unit 12 Guessing meaning from context Passage comprehension Reading for specific information ● ● Vocabulary: Giving Vietnamese equivalents to words & phrases ● ● Scanning for specific information ● ● Passage comprehension Unit 14 ● International organizations Vocabulary comprehension matching ● Passage comprehension Unit 15 ● Guessing meaning from context ● Summarising main idea ● Passage comprehension ● Vocabulary comprehension Gap-filling Deciding on True or False statements Passage comprehension ● Water Sports B O O K ● ● ● Unit 13 B O O K M A P THE 22nd SEA GAMES Talking about sports events of the 22nd SEA Games Talking about (reporting) sports results Page 138 M A P ● ● Talking about types of water sports Giving opinions and preferences about water sports Page 128 ● Talking about international organizations and their activities in charity and volunteer work ● Expressing opinions ● Expressing degrees of agreement ● Talking about the names of ASEAN countries and their capitals ● Talking about the main characteristics of each nation B O O K ● Page 162 M A P Page 152 Women in society Unit 16 B O O K Speaking THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS Page 172 10 ● ● ● Writing ● ● ● ● Intonation: − The falling tune ● Grammar: − Phrasal verbs Describing a chart ● Intonation: − The rising tune ● Grammar: − Phrasal verbs (continued) ● Intonation: − The rising-falling tune Grammar: − Adverbial clause of time Writing a letter of recommendation ● M A P Comprehension questions ● B O O K Dialogue: ● Multiple-choice questions ● Passage comprehension M A P Extensive listening: Multiple-choice questions B O O K ● ● Writing a short description of an international organization ● Pronunciation: − Linking Grammar: − Comparative + and + comparative − The + comparative, the + comparative ● Monologue: ● ● M A P ● Pronunciation: − Elision Grammar: − Transitive verbs − Intransitive verbs Describing a sporting event (a football match) Deciding on True or False statements Monologue: ● Deciding on True/False statements or no information ● Comprehension questions ● ● B O O K Monologue: ● Comprehension questions Giving instructions ● ● M A P Monologue: ● Multiple-choice questions ● Comprehension questions Language Focus B O O K Listening 11 Unit 1 HOME LIFE A. READING Before you read Work in pairs. Ask and answer these questions about the picture. 1. Where is the family? 2. What is each member of the family doing? 3. Is the family happy? Why (not)? 12 While you read Read the passage and do the tasks that follow. I come from a family of five people: my parents, my two younger brothers and I. My mother works as a nurse in a big hospital. She has to work long hours and once a week she has to work on a night shift. My father is a biologist. He works from 8 a.m. to 5 p.m. in a lab, but sometimes when there is a project, he doesn’t come home until very late at night. Although my parents are very busy at work, they try to spend as much time with their children as possible. It is generally believed that “men build the house and women make it home”, but in my family, both parents join hands to give us a nice house and a happy home. My mother is a very caring woman. She takes the responsibility for running the household. She is always the first one to get up in the morning to make sure that we leave home for school having eaten breakfast and dressed in suitable clothes. In the afternoon, after hospital, she rushes to the market, then hurries home so that dinner is ready on the table by the time Dad gets home. Dad is always willing to give a hand with cleaning the house. Unlike most men, he enjoys cooking. Sometimes, at weekends, he cooks us some special dishes. His eel soup is the best soup I have ever eaten. I am now in my final year at the secondary school, and in my attempt to win a place at university, I am under a lot of study pressure. However, being the eldest child and the only daughter in the family I try to help with the household chores. My main responsibility is to wash the dishes and take out the garbage. I also look after the boys, who are quite active and mischievous sometimes, but most of the time they are obedient and hard-working. They love joining my father in mending things around the house at weekends. We are a very close-knit family and very supportive of one another. We often share our feelings, and whenever problems come up, we discuss them frankly and find solutions quickly. We always feel safe and secure in our family. It is a base from which we can go into the world with confidence. 13 Task 1. Choose the sentence A, B or C that is nearest in meaning to the sentence given. 1. He doesn’t come home until very late at night. A. He never comes home late at night. B. He comes home late at night. C. He sometimes comes home late at night. 2. “Men build the house and women make it home”. A. Both men and women are good at building houses. B. Men and women have to live separately. C. Men’s responsibility is to work and support the family and women’s job is to look after the family. 3. Our parents join hands to give us a nice house and a happy home. A. Our parents work together to give us a nice house and a happy home. B. Our parents take each other’s hands when they give us a nice house and a happy home. C. Our parents shake hands when they give us a nice house and a happy home. 4. The boys are mischievous sometimes. A. The boys are well-behaved sometimes. B. The boys enjoy playing tricks and annoying people sometimes. C. The boys miss their parents sometimes. 5. We are a very close-knit family. A. Members of our family have very close relationships with each other. B. Members of our family need each other. C. Members of our family are never close to each other. Task 2. Answer the questions. 1. How busy are the parents in the passage? 2. How caring is the mother? 3. How do the father and the daughter share the household chores? 4. What is the daughter attempting to do after secondary school? 5. Why do the children feel they are safe and secure in their family? After you read Work in groups. Compare the family described in the text with your own family. 14 B. SPEAKING Task 1. Read the following sentences and tick (✓) the ones that apply to you and your family.  1. In my family, only my father works.  2. Members of my family share the household chores.  3. My responsibility in the family is to wash the dishes.  4. In my family, the interest we share closely is watching football.  5. I often share my personal secrets with my father.  6. I always talk to my parents before making an important decision. Task 2. Work in pairs. Prepare a list of questions to ask another student to find out whether his/her family life is like yours. You want to know: ● who works in the family ● who does the household chores ● your friend’s responsibility in the family ● the interest the family members share closely ● the person your friend often shares his/her secrets with ● the person your friend talks to before making an important decision Example: Who works in your family? Task 3. Work with a different partner. Use the questions you have formed to ask your partner about his/her family life. Note down the answers in the table. who works in the family both parents who does the household chores your friend’s responsibility in the family the interest the family members share closely the person your friend often shares his/her secrets with the person your friend talks to before making an important decision Task 4. Go back to your original pairs. Tell each other the information you have collected. Example: I talked to Tam. Both his parents work. But only his mother does the household chores. ... 15 C. LISTENING Before you listen Look at the picture below and describe what is happening in it. ● Listen and repeat. flight close-knit reserved spread out coach leftovers rarely crowded While you listen Task 1. Listen to the conversation between Paul and Andrea and decide whether the statements are true (T) or false (F). T F 1. Andrea can’t wait for her flight. 2. Paul is very excited about coming home. 3. Paul’s home is 280 kilometres from where they are now. 4. There are more children in Andrea’s family than in Paul’s. 5. When Andrea’s family get together, they often go out for dinner. 16 Task 2. Listen again and note down two things that are different about Paul’s and Andrea’s families. Paul Andrea 1. 2. After you listen Work in groups. Discuss the importance of family in a person’s life. D. WRITING Writing about family rules Task 1. Work in groups. What rules do you have in your family? Discuss these topics and add others. Use the following verbs and expressions: let, allow, be allowed to, have to, permit, etc. ● doing household chores ● coming home late ● preparing meals ● watching TV ● talking on the phone ● using the family motorbike ● going out with friends ● ______________________ ● ______________________ Example: − During the school year, I’m not allowed to watch TV until I have finished my homework. − In my family, everybody has to do their share of the household chores. Task 2. Use the ideas you have discussed above to write a letter to a pen pal about your family rules. Begin as follows. Every family has its own rules. Mine has a few. First, …… 17 E. LANGUAGE FOCUS Pronunciation: The pronunciation of the ending ‘s’ ● Grammar: Tense revision: past simple, past progressive and present perfect ● Pronunciation ● Listen and repeat. /s/ bats kits speaks dates photographs /z/ bags kids speeds days halves Practise reading these sentences. 1. I saw some bats flying from the bags. 2. He often speaks at different speeds. 3. She tore the photographs into halves. 4. I always have dates on rainy days. 5. The kids are playing with their toy kits. ● Grammar Exercise 1. Underline the most suitable tense form in each sentence. 1. Did you see/Have you seen my bag anywhere? I can’t find it. 2. Hello Peter, are you back from the match? Did you enjoy/Have you enjoyed it? 3. This is the photo of my great grandfather. He was/has been married six times. 4. Have you given/Did you give Helen my message when you have seen/saw her? 5. Sorry, could you say that again? I didn't listen/haven't listened to you. 6. Did you two meet/Have you two met before? Laura, this is Peter. 7. Did you meet/Have you met anyone interesting at the party? 18 Exercise 2. Decide which answer (A, B or C) best fits each space. Dear Linda, I’m sorry I (1) ___B___ to you for so long, but I (2) ______ very busy lately. All last month I (3) ______ exams, and I (4) _____ anything else but study for ages. Anyway, I (5) _____ studying now, and I (6) _____ for my exam results. As you can see from this letter, I (7) _____ my address and (8) _____ in Corydon now. I (9) _____ that I wanted a change from central London because it (10) _____ so expensive. A friend (11) ______ me about this flat, and I (12) _____ here about two months ago. When you (13) _____ to England this summer, please visit me. I (14) _____ here until the middle of August. Then I (15)_____ on holiday to Scotland. Please write soon, Margaret (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) A. don’t write A. was being A. had A. haven’t done A. stop A. wait A. am changing A. will live A. decided A. will become A. tells A. have moved A. will come A. am staying A. have gone B. haven’t written B. am B. was having B. don’t do B. have stopped B. am waiting B. have changed B. have lived B. have decided B. becomes B. told B. was moving B. came B. stayed B. am going C. am not writing C. have been C. have had C. wasn’t doing C. was stopping C. have waited C. will change C. live C. decide C. has become C. was telling C. moved C. come C. stay C. will have gone 19 Unit 2 CULTURAL DIVERSITY A. READING Before you read Work in pairs. Discuss the question: Which of the following factors is the most important for a happy life? Why?  love  money  parents’ approval  a nice house / flat  a good job  good health While you read Read the passage and do the tasks that follow. 20
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